Date Started: Jun 13, 2009
Status:Pending

Project Description

At Seton Hall University, the College of Education and Human Services (CEHS) has been using portfolio based assessment for a number of years. Recognizing years ago that traditional means of evaluation were limited and did not reflect the caliber or accomplishments of the students, the College designed and developed the portfolio assessment in order to provide a more cohesive portrayal of the skills and knowledge students obtained while at Seton Hall. Most recently, as per guidelines from the National Council for Accreditation of Teacher Educators (NCATE), CEHS reconsidered its curriculum to reflect specific professional standards and to identify how these standards are met in its curriculum. Faculty and administrators from CEHS collaborated to revamp specific course and program curricula to demonstrate how the professional accreditation standards are reflected and achieved by the College. Simply identifying and stating that accreditation standards were being met, however, only begins the ripple effect through the College as its assessment inherently must change to reflect these curricular decisions.
 
Using portfolios, CEHS is able to demonstrate how students achieve the professional standards outlined by professional accreditation organizations, as well as the effectiveness of the CEHS programs. In doing so, students are able to present their individualized philosophy, skills and knowledge to potential employers, while simultaneously presenting a positive perspective of the effectiveness of the Seton Hall University CEHS. It is the use of portfolios that allows this, as they are personal from each student, yet all portfolios demonstrate common standards.
 
The College of Education and Human Services electronic portfolio project has successfully met the expectations of the University by providing a vehicle for collecting critical assessment data while also enabling student reflections on professional standards and the manner in which they affect student perspectives on their learning. The by-product of the assessment element of this project has been the continued ripple of benefits demonstrating that effective assessment strategies can provide both formative and summative data. Students are able to demonstrate how the professional standards used for educators impacts their decisions as teachers, as well as their experience as students.
 
For more information, please contact the College of Education and Human Services or the Teaching, Learning and Technology